JOB SUMMARY
PSR Services in our CFTSS Program are designed to restore, rehabilitate and support an child’s/youth’s developmentally appropriate functioning as necessary for the integration of the child/youth as an active and productive member of their family and community with the goal of achieving minimal on-going professional intervention. Services assist with implementing interventions on a treatment plan to compensate for, or eliminate, functional deficits and interpersonal and/or behavioral health barriers associated with a child/youth’s behavioral health needs. Activities are ”hands on” and task oriented, intended to achieve the identified goals or objectives as set forth in the child/youth’s individualized treatment plan.
These services must include assisting the child/youth to develop and apply skills in natural settings. PSR is intended to foster and promote the development of needed skills identified in assessment or through the ongoing treatment of a licensed practitioner. PSR services are to be recommended by a licensed practitioner and a part of a treatment plan. PSR activities are focused on addressing the rehabilitative needs of the child/youth as part of a treatment plan and can be provided in coordination with treatment interventions by a licensed practitioner (e.g. OLP) or provider of CPST. Services are delivered in a trauma informed, culturally and linguistically competent manner.
ESSENTIAL FUNCTIONS:
1. Personal and Community Competence: Using rehabilitation interventions and individualized, collaborative, hands-on training to build developmentally appropriate skills. The intent is to promote personal independence, autonomy, and mutual supports by developing and strengthening the individual’s independent community living skills and support community integration in the domains of employment, housing, education, in both personal and community life. This includes:
A) Social and Interpersonal Skills, with the goal to restore, rehabilitate and support:
– Increasing community tenure and avoiding more restrictive treatment settings
– Building and enhancing personal relationships
– Establishing support networks
– Increasing community awareness
– Developing coping strategies and effective functioning in the individual’s social environment, including home, work and school locations.
– Learning to manage stress, unexpected daily events, and disruptions, behavorial health and physical health symptoms with confidence.
– It also includes support to establish and maintain friendship/supportive social networks, improve interpersonal skills such as social etiquette and anger management.
B) Daily Living Skills: With the goal to restore, rehabilitate and support the effect of the child’s diagnosis and
reestablish daily functioning skills.
- Improving self-management of the negative effects of psychiatric, emotional, physical health, developmental or substance use symptoms that interfere with a person’s daily living
- Support the individual with the development and implementation of daily routines necessary to remain in the home, school, work and community.
- Personal autonomy skills such as:
- Learning self care
- Developing and pursuing personal interests.
- Developing daily living skills specific to managing their own medications and treatment consistent with the
- directions of prescribers (e.g., setting an alarm to remind the child/youth when it is time to take a medication,
- developing reminders to take certain medications with food, writing reminders on a calendar when it is time to
- refill a medication.
- Learning about community resources and how to use them.
- Learning constructive and comfortable interactions with health care professionals.
- Learning relapse prevention strategies
- Re-establishing good health routines and practices.
C) Community Integration: With the goal to restore, rehabilitate and support to reduce the effect of the child’s
diagnosis.
- Re-establish social skills so that the person can remain in a natural community location and re-achieve developmentally appropriate functioning including using collaboration, partnerships and mutual supports to strengthen the child’s community integration in areas of personal interests as well as other domains of community life including home, work and school.
- Assisting the individual with generalizing coping strategies and social and interpersonal skills in community settings.
- Assisting the individual with effectively responding to or avoiding identified precursors or triggers that result in functional impairments.
- Implementing learned skills (that may have been developed through a licensed practitioner providing treatment services) in the following areas:
D) Social Skills, such as:
1) Developing interpersonal skills when interacting with peers, establishing and maintaining friendships/a
supportive social network while engaged in recovery plan.
- Developing conversation skills and a positive sense of self to result in more positive peer interactions.
- Coaching on interpersonal skills and communication.
- Training on social etiquette
- Developing self-regulation skills including anger management
2) Health Skills such as:
– Developing constructive and comfortable interactions with health care professionals
– Relapse prevention planning strategies
– Managing symptoms and medications
– Re-establishing good health routines and practices
– Assisting individual with effectively responding to or avoiding identified precursors or triggers that result in functional impairments
– Supporting the identification and pursuit of personal interests.
– Identifying resources where interests can be enhanced and shared with others in the community
– Identifying and connecting to natural resources and supports, including family, community networks, and faith
based communities.
- PSR service delivery may also include family contact with or without the child present, as long as the contact is identified on and directly related to the child/youth’s goals, in the treatment plan.
Collateral:
Collateral contact with or without the child and/or family present, as long as the contact is identified on and directly related to the child/youth’s goals and treatment plan. E.g. Collateral contacts may include sharing techniques and information with a collateral(s) so they can better respond to the needs of the child.
Group:
- Group limit refers to number of child/youth participants, regardless of payor. Groups cannot exceed eight (8) children/youth.
- Consideration for group limits, or, the inclusion of an additional group clinician/facilitator, should be based on, but not limited to: the purpose/nature of the group, the clinical characteristics of the participants, age of participants, developmental level and severity of needs of the participants, inclusion of family and/or collaterals in group, as well as the experience and skill of the group clinician/facilitator.
- Groups may include family/collaterals, with the child present, as longa s the contact is directly related to the child/youth’s goals and treatment plan.
Setting: PSR can occur in a variety of settings including community locations where the child/youth lives, works, attends school, engages in services, and/or socializes.
Limitations and Exclusions:
- A child with a developmental disability diagnosis without a co-occurring behavioral health condition is ineligible to receive this rehabilitative service.
- Rehabilitative services do not include and FFP (Federal Financial Participation) is not available for any of the following:
- – Educational, vocational, and job training services
- – Room and board
- – Habilitation services such as financial management, supportive housing, supportive employment services, and basic skill acquisition services that are habilitative in nature.
- – Services to inmates in public institutions
- – Services to individuals residing in institutions for mental diseases
- – Recreational, or custodial (i.e. for the purpose of assisting in the activities of daily living such as bathing, dressing, eating, and maintaining personal hygiene and safety; for maintaining the recipient’s or anyone else’s safety, and could be provided by persons without professional skills or training).
- Services that must be covered under other Medicaid authorities (e.g. services with a hospital outpatient setting).
- Services also do not include services, supplies, or procedures performed in a nonconventional setting including: resorts, spas, therapeutic programs and camps.
- The provider agency will assess the child prior to developing a treatment plan for the child. Treatment services must be part of the treatment plan including goals and activities necessary to correct or ameliorate conditions discovered during the initial assessment visits.
ADDITIONAL RESPONSIBILITIES:
- Performs other duties as assigned.
- Personal automobile insurance is required and is the sole responsibility of employee. Insurance coverage is detailed in the policy manual and must be adhered to as written.
COMPLEXITY OF WORK AND DECISION MAKING:
Works in accordance with policies and regulations which may require judgment, initiative, creativity and the ability to deal with complex factors and making of decisions based on conclusions for which there may be little precedent.
AUTONOMY AND ACCOUNTABILITY:
Work under the supervision of the CORE Clinical Supervisor and the Director of Licensed & Clinical Services. Follows state regulations regarding program guidance and compliance. Reads and understands program policy manual and requests clarification when needed.
Works from general objectives (such as governmental and agency compliance standards) and broad and varying policies, procedures, rules or precedents with significant functional guidance. Refers specific cases to manager for clarification or interpretation. Review by manager focuses on achievement of the objective and not necessarily on the means, except when required to ensure compliance with regulations.
TECHNOLOGY, EQUIPMENT OR TOOLS:
Beginning to Intermediate skills in Microsoft Office including Excel, Word, and Outlook. Evidence of skills demonstrated by the ability to perform all of the basic functions within each program; including but not limited to maintaining a calendar, sending e-mail, creating letters, etc. Must also be proficient in utilizing various computer systems for Data Entry. Familiarity working with an Electronic Health Record a plus. General office equipment is used including fax/copy/scanning machine, laptop, and cell phone.
Upon your termination of employment with ROME, your equipment including your company laptop, cell phone, and chargers must be returned to your Program Manager.
PHYSICAL DEMANDS AND WORK ENVIRONMENT:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Work follows established practices and operating procedures with some latitude for independent judgment. Maintains strict visual contact with work up to 100% of the time. May occasionally lift up to (35) thirty-five pounds, without mechanical assistance. Work involves sitting, standing, driving, climbing stairs and ambulating from task to task. The noise level in the work environment is usually light.
Services are provided in the community and/or a participant’s home under general circumstances. Telehealth services may be provided when allowable under NYS guidelines.
EDUCATION & EXPERIENCE:
1) At a minimum be a High School Graduate or have a GED and be 18 years or older preferred, or a State Education Commencement Credential with a minimum of one year experience in children’s mental health, addiction, foster care and/or a related Human Services field, or
2) A Bachelor’s degree in social work, psychology, or in related human services
3) Mandated Reporter Training Required.
KNOWLEDGE, SKILLS & ABILITIES:
- Read and write case notes in a billable fashion and complete within 24 hours after the visit
- Must complete 25 billable hours per week (full time).
- Follow verbal and written instructions.
- Multi-task and meet deadlines.
- Willingness and ability to work with a team.
- Ability to work independently a must.
- Ability to demonstrate knowledge and skills pertaining to the use of web based electronic medical records (EMR), Microsoft Office, Excel and internet.
- Understanding of confidentiality and HIPAA laws regarding recipient’s records and information
- Ability to demonstrate good organizational skills.
- Ability to type with speed and accuracy
Willingness to continuously learn and develop skills as they pertain to the needs of the agency and the position.
The Americans with Disabilities Act of 1990 (ADA) prohibits discrimination by employers, in compensation and employment opportunities, against qualified individuals with disabilities who, with our without reasonable accommodation, can perform the “essential functions” of a job. A function may be essential for any of several reasons, including: the job exists to perform that function, the employee holding the job was hired for his/her expertise in performing the function, or only a limited number of employees are available to perform that function.
Recovery Options Made Easy, is committed to equal opportunity for all, without regard to race, religion, color, national origin, citizenship, sex, sexual orientation, gender identity, age, veteran status, disability, genetic information, or any other protected characteristic. Recovery Options Made Easy, will make reasonable accommodations for known physical or mental limitations of otherwise qualified employees and applicants with disabilities unless the accommodation would impose an undue hardship on the operation of our business. If you are interested in applying for an employment opportunity and feel you need a reasonable accommodation pursuant to the ADA, please contact Colleen Hutchinson at Recovery Options Made Easy.
